Standards: RI-7: Integrate and evaluate multiple sources of information presented in different media or formations in order to address a question

on or solve a problem SL 1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on a text, building on each others ideas and expressing their own clearly and persuasively. Procedure: Do now/opening hook (time: 10 minutes) Show 3 shorts clip from Titanic Dinner scene - Jack struggling with upper class dinner etiquette Party in steerage section - Rose dancing with lower class Sinking of the ship - poor trapped in basement; rich escaping off boats Journal entry: How are different social classes portrayed within these scenes? Instruction (time: 30 min) Have guided conversation about journal entries/movie clips: What observations did you guys make? What did you think about the way different social classes were portrayed in the film? [segway into DRTA] What do you think about the way that social classes are portrayed in movies? Have students share their brief thoughts and write them down on the board. Read students title of article and have them look at the pictures from the article. Ask students to make predictions. Write predictions on the board. Project the article on board but only the first paragraph and read the first paragraph to them out loud. Make sure to encourage student-led vocab. Wonder aloud about difficult words and have discussions about their meanings. Write unknown words on a section of the whiteboard to be triaged for the Word Wall. (This will be going on throughout the course of the lesson during each DRTA) Then do DRTA with the first paragraph. Go through predictions and leave the ones that are right, cross out the incorrect ones, and put a ? next to the ones we still are unsure about. Ask them to make new predictions based on what was just read. Write those predictions on the board. Project the second paragraph on the board. Repeat DRTA process and student-led vocab with second paragraph. Project the third paragraph on the board. Repeat DRTA and student-led vocab process with third paragraph. Hand out a copy of the article to each student. Students then read the following 2 paragraphs silently on their own (until viewers of this time.).

 Direct students to highlight/ underline any possible vocab words in their reading. Discuss these shortly after reading, and put potential new vocab words on whiteboard. Have a guided class discussion about the paragraphs students just read. What genre of film was being discussed? What social undertones did the article say this genre (comedy) dealt with? Lets think of some modern examples of comedies that deal with similar issues (mocking the rich, stereotyping the poor)? Have students read the next 3 paragraphs silently on their own (until was originally released.). Again, direct students to highlight/ underline any possible vocab words in their reading and discuss after reading. Have a guided class discussion about the main ideas from the last 3 paragraphs. Read the concluding 2 paragraphs aloud with the class. Stop and ask questions and allow for student-led vocab, writing unknown words on the whiteboard. Lead students back to the remaining predictions on the board. What predictions ended up being accurate? What was the real main message of this article? Lead a quick debriefing discussion about the main messages. Closure/additional assessment (time: 10 min) Show a short clip from the old film mentioned in the article (My Man Godfrey). Follow this with a clip from a modern movie showing similar class depictions (Hunger Games). Have students discuss with peer sitting near them the similarities and differences within the two clips. Walk around and make sure students are on track and ask guiding questions if needed. Follow with a quick debrief of the small group discussions on how the depictions of poverty in films had changed over time. Assessment and Evaluation: By using both the article, the photos in the article, and the movie clips, we will be presenting information and examples in many different mediums. We will be using these materials as a class in order to discuss issues of the representations of poverty and social class in films across history. This satisfies the first standard by using many mediums to critically analyze this issue. Students will be assessed based on participation in class and completion of journals. The second standard will be addressed through discussions as a class and in small groups. Students will be asked to think about the article and film clips and come up with opinions to share. Relying on the DRTA method as a form of shared reading encourages this social form of learning and collaboration with one another as the class reads and forms opinions from the material. Assessment is based on class participation.